Ten Specialty Texts
Ban, Castañeda and Erben (2008). Teaching English Language Learners through Technology. New York: Routledge.
Authors explore the use of computers/technology as a pedagogical tool to aid in the appropriate instruction of English Language Learners across all content areas. Examines cultural considerations, project-based learning, e-creation tools, wikis, blogs, webquests and rubrics.
Authors explore the use of computers/technology as a pedagogical tool to aid in the appropriate instruction of English Language Learners across all content areas. Examines cultural considerations, project-based learning, e-creation tools, wikis, blogs, webquests and rubrics.
Black, Frank & Susan (2008). The Little Red Book: Teaching ESL in China. Victoria, B.C., Canada: Trafford Press.
Interesting secular perceptions on teaching in China with some practical observations on what to expect in recognizing the various roles, hierarchy, structure and dispositions at work in a Chinese classroom. Lesson plans provided for group work.
Interesting secular perceptions on teaching in China with some practical observations on what to expect in recognizing the various roles, hierarchy, structure and dispositions at work in a Chinese classroom. Lesson plans provided for group work.
Butler-Pascoe & Wiburg (2003). Technology and teaching English language learners. Michigan: Allyn & Bacon.
Combines the application of technology with language acquisition theory and practice in the modern classroom. Organized by communicative, content-based, skills-based and inquiry based teaching. The authors provide an extensive, though dated (2003), coverage of issues such as the use of technology for communicative language teaching, using technology to teach oral communication skills and reading and writing.
Combines the application of technology with language acquisition theory and practice in the modern classroom. Organized by communicative, content-based, skills-based and inquiry based teaching. The authors provide an extensive, though dated (2003), coverage of issues such as the use of technology for communicative language teaching, using technology to teach oral communication skills and reading and writing.
Campbell, E. (1995). ESL resource book for engineers and scientists. Macon, Ga: John Wesley & Sons.
Specially designed for engineers, scientists, and other technical professionals. Authentic examples test the elements of English grammar, tone, and style, as well as the special formal requirements for writing clear and effective technical documentation. While its primary function is effective technical writing skills, this resource book also practices speech and listening skills.
Specially designed for engineers, scientists, and other technical professionals. Authentic examples test the elements of English grammar, tone, and style, as well as the special formal requirements for writing clear and effective technical documentation. While its primary function is effective technical writing skills, this resource book also practices speech and listening skills.
Dang & Ruiter (2005). Highway to E.s.l.: a user-friendly guide. Lincoln NE: iUniverse Publishing.
Using a clever "road" metaphor (e.g., vowels and consonants are "rush hour") this text covers teaching methodologies and approaches through innovative personal teaching tips, proficient classroom management,common classroom problems, stimulating activity suggestions and effective curriculum and lesson planning for grammar, reading, writing, listening, and speaking.
Using a clever "road" metaphor (e.g., vowels and consonants are "rush hour") this text covers teaching methodologies and approaches through innovative personal teaching tips, proficient classroom management,common classroom problems, stimulating activity suggestions and effective curriculum and lesson planning for grammar, reading, writing, listening, and speaking.
Dove & Honigsfeld (2010). Collaboration and co-teaching: strategies for English learners. Los Angeles: Corwin Press.
A practical guide to collaboration and co-teaching. Offering classroom vignettes, step-by-step guidelines, ready-to-use resources, and in-depth case studies. Examines collaborative service delivery, collaborative strategies and configurations, and use templates, planning guides, and other practical tools to put collaboration into practice
A practical guide to collaboration and co-teaching. Offering classroom vignettes, step-by-step guidelines, ready-to-use resources, and in-depth case studies. Examines collaborative service delivery, collaborative strategies and configurations, and use templates, planning guides, and other practical tools to put collaboration into practice
Farrell, T. (2013). Reflective practice in ESL teacher development groups. New York: Palgrave Macmillan.
An interesting guide on professional growth through classroom experiences, outlining models on how to reflect on teaching, for example on a teacher's in-class persona, student learning styles, feedback from peers and students, critical incidents and using teacher reflection groups. Each topic has "reflection questions" that aid in professional development.
An interesting guide on professional growth through classroom experiences, outlining models on how to reflect on teaching, for example on a teacher's in-class persona, student learning styles, feedback from peers and students, critical incidents and using teacher reflection groups. Each topic has "reflection questions" that aid in professional development.
Gordon, T. (2007). Teaching young children a second language. Westport: Greenwood Publishing.
The first part of the book contains an overview of recent ethnographic, sociological, and psycholinguistic research concerned with second language acquisition in the young. The second half of the volume focuses on classroom practice and provides an extensive overview of activities that have been proven to be effective with young language learners, such as role-playing, project-based learning and the use of technology.
The first part of the book contains an overview of recent ethnographic, sociological, and psycholinguistic research concerned with second language acquisition in the young. The second half of the volume focuses on classroom practice and provides an extensive overview of activities that have been proven to be effective with young language learners, such as role-playing, project-based learning and the use of technology.
Hafernik, Messerschmitt & Vandrick (2014). Ethical issues for Esl faculty: social justice in practice. New York: Routledge.
Ethical dilemmas in the framework of social justice concerns. Provide realistic and compelling situations for reflection and discussion, such as testing, plagiarism, technology, social and political issues, gift-giving, curriculum decisions, disruptive students, institutional constraints, academic freedom, gender, class, and power.
Ethical dilemmas in the framework of social justice concerns. Provide realistic and compelling situations for reflection and discussion, such as testing, plagiarism, technology, social and political issues, gift-giving, curriculum decisions, disruptive students, institutional constraints, academic freedom, gender, class, and power.
Hinkel, E (2013). Teaching Academic ESL Writing. New York: Routledge.
Designed for college-level advanced students, Part I provides the background for the text and a sample of course curriculum guidelines. Parts II and III include curriculum design , common errors and corrections, teaching activities and suggestions, and questions for discussion in a teacher-training course. Appendices to chapters provide supplementary word and phrase lists, collocations, sentence chunks, and diagrams.
Designed for college-level advanced students, Part I provides the background for the text and a sample of course curriculum guidelines. Parts II and III include curriculum design , common errors and corrections, teaching activities and suggestions, and questions for discussion in a teacher-training course. Appendices to chapters provide supplementary word and phrase lists, collocations, sentence chunks, and diagrams.
Five Practical Resource Books for English Grammar
Bozon, A. (2011). 100 great EFL games. Taipei: Crazy Chopsticks Publications.
Play with prepositions in The Magician Game, practice possessive determiners with questions about body parts in Alien Teacher. These English language grammar games are for young students of all levels .Variations are added for every game, giving a wealth of options for teachers.
Play with prepositions in The Magician Game, practice possessive determiners with questions about body parts in Alien Teacher. These English language grammar games are for young students of all levels .Variations are added for every game, giving a wealth of options for teachers.
Holder, V. (1995). Grammar on the go: Quick and easy blackboard activities. Reading, MA: Addison-Wesley.
White/blackboard based lessons and activities, especially for those with a talent for drawing or who wish to avoid using paper. Over 100 different language activities, each designed to practice a specific grammar point.
White/blackboard based lessons and activities, especially for those with a talent for drawing or who wish to avoid using paper. Over 100 different language activities, each designed to practice a specific grammar point.
Maxine R. (2009). Practical grammar:A Canadian writer’s resource. Oxford, England: Oxford University Press.
Features advice, lessons and teaching strategies on the basics of grammar to improve the effectiveness of students' writing and communication. This book features “Canadian” grammar conventions, a blend of British and American usages which represents a sensible middle ground on grammar usage.
Features advice, lessons and teaching strategies on the basics of grammar to improve the effectiveness of students' writing and communication. This book features “Canadian” grammar conventions, a blend of British and American usages which represents a sensible middle ground on grammar usage.
Panter, G. (2009) 85 E.S.L. grammar lesson plans. Bloomington, IN: Authorhouse.
Arguing that verbs and verb tenses are at the core of grammar education, this book provides 85 intermediate to advanced lessons that covers a wide range of grammatical forms and provides a written lesson plan, instruction of how to teach that plan, oral practice, written homework and a daily review.
Arguing that verbs and verb tenses are at the core of grammar education, this book provides 85 intermediate to advanced lessons that covers a wide range of grammatical forms and provides a written lesson plan, instruction of how to teach that plan, oral practice, written homework and a daily review.
Ur, P. (2009). Grammar practice activities: A practical guide for teachers (2nd ed.). Cambridge: Cambridge University Press.
Provides an introduction to grammar teaching in a foreign language classroom and many game-like grammar practice activities that are adaptable to a variety of different levels and grouped into sections according to grammatical categories. The categories are ordered alphabetically and are cross-referenced.
Provides an introduction to grammar teaching in a foreign language classroom and many game-like grammar practice activities that are adaptable to a variety of different levels and grouped into sections according to grammatical categories. The categories are ordered alphabetically and are cross-referenced.
Five General ESL texts
Brown, D. (2007). Teaching by principles: an interactive approach to language pedagogy. Harlow: Pearson Education.
A comprehensive survey of practical language teaching options. End-of-chapter exercises give readers opportunities to process material interactively. Suggested readings direct readers to important books and articles in the field.
A comprehensive survey of practical language teaching options. End-of-chapter exercises give readers opportunities to process material interactively. Suggested readings direct readers to important books and articles in the field.
Harmer, J. (2007) The practice of English language teaching. Harlow: Pearson Longman ELT.
Including a DVD featuring interviews with teachers and class observations, the book is a survey of current theories in English language training in practice.
Including a DVD featuring interviews with teachers and class observations, the book is a survey of current theories in English language training in practice.
Lightbrown, P. (2013) How languages are learned. Oxford: Oxford University Press.
An introduction to language acquisition research that will help in the evaluation of pedagogical materials, and their adaptation to classroom use.
An introduction to language acquisition research that will help in the evaluation of pedagogical materials, and their adaptation to classroom use.
McGarry, R. (2012). Teaching English as a second language. Jefferson NC: McFarlane & Company.
Subtitled “Giving new learners an everyday grammar” the book is inspired by Malcolm Gladwell’s (2005) Blink and examines how speakers, in the blink of an eye, can process events and construct language as a response. McGarry claims an “existential” methodology of grammar teaching, which merely makes explicit the grammar native speakers use implicitly (i.e., in a blink) and develops that into a teaching approach for various grammatical forms.
Subtitled “Giving new learners an everyday grammar” the book is inspired by Malcolm Gladwell’s (2005) Blink and examines how speakers, in the blink of an eye, can process events and construct language as a response. McGarry claims an “existential” methodology of grammar teaching, which merely makes explicit the grammar native speakers use implicitly (i.e., in a blink) and develops that into a teaching approach for various grammatical forms.
Parrish, B. Teaching adult ESL: a practical introduction. New York: McGraw-Hill.
An easy to read and research-based text on working with adult ESL students, and includes many ideas to apply in the classroom. Each chapter also includes a list of resources for further study.
An easy to read and research-based text on working with adult ESL students, and includes many ideas to apply in the classroom. Each chapter also includes a list of resources for further study.